Volume 2
Number
MAIN ARTICLES
Arabization in Tunisia:
Mohamed Daoud
Competency Test
James Dean Brown
in
Sam
Shepard's
Vaidehi Ramanathan
SPECIAL FEATURE
Lier,
Reviews by
Rachel Locker, Roger
Charlene Polio
Griffiths,
June 1991
ial
Issues in Applied Linguistics
Volume 2 Number
June 1991
ial
Issues in Applied Linguistics
Number
Volume 2
June 1991
Managing Editor
Editor
Antony John Kunnan
Patrick Gonzales
Assistant Editor
Sally Jacoby
Patricia
Review Editor
Duff
Additional Readers
Lyle Bachman, Donna Brinton, Marianne Celce-Murcia, Bernard Comrie,
Mohamed Daoud, Heather Goad, Agnes Weiyun He, Christine Holten, Kyu-hyun
Kim, Rachel Lagunoff, David Leech, Liz Hamp-Lyons, John Povey, Perias
Sithambaram Pillay, Richard Robison, William Rutherford, Suchitra
Sadanandan, John Schumann, Yasuhiro Shirai, Swathi Vanniarajan
Editorial
Staff
Data-Base Management
Jack Walker
Fang-Lian Liao
Production
Assistant
Maureen Mason
UCLA Publication
by
Services:
the
Abstracted
in Linguistics
ial
CONTENTS
Editorial: Political Challenges
and
Applied Linguistics
Antony John Kunnan
MAIN ARTICLES
Arabization in Tunisia:
Mohamed Daoud
in
Sam Shepard's
Vaidehi Ramanathan
49
SPECIAL FEATURE
Language Education, Language Acquisition:
Working Perspectives of Four Applied Linguists
Leo van
Lier,
77
REVIEWS
New Zealand Ways of Speaking English
Allan Bell and Janet Holmes (Eds.)
97
Learning
Peter Skehan
Reviewed by Roger
Griffiths
02
108
Nation
112
Terry L. Powell
116
Announcements
126
Publications Received
130
Subscription Information
133
135
Editorial
Political Challenges
The resurgence of
cultural debates that
among
internationalism.
One such
ISSN 1050-4273
Vol. 2 No.
1991
1-6
Editorial
more inclusive
curricula,
&
AAAL
Political Challenges
Such an approach,
it
forces us to
In this
first
volume of Issues
Mohamed Daoud,
is
in Applied
an example of
is
political, social,
and cultural
4 Editorial
unscripted dialogue.
As the Special Feature this time, we present the perspectives
of four applied linguists active in two of the core disciplines of
applied linguistics: language education and language acquisition.
Leo van Lier, John Povey, and Brian Lynch, representing particular
expertises within language education, contribute essays, while John
ways.
In the Reviews section, five books are evaluated which deal
with New Zealand English (Rachel Locker), individual differences
in second language acquisition (Roger Griffiths), the use of video in
language teaching (Maria Egbert), teaching and learning vocabulary
(David Leech), and reading skills for EST (Charlene Polio).
like the
we
shapes of snowflakes
are the
words on a journey
W.S. Merwin
at morning"
"An encampment
ML
Political Challenges
June 1991
REFERENCES
The closing of the American mind: How higher education has
and impoverished the souls of today's students. New
York: Simon & Schuster.
Burnham, W. D. (1983). Post-Conservative America. Socialist Review 13, 125.
Bloom, A.
(1987).
failed democracy
Cazden, C.
(1991).
Annual Conference of
New
Cummins,
J.
the
Plenary presented
at the
York.
(1989).
Empowering minority
students.
D'Souza, D. (1991). Illiberal education: The politics of race and sex on campus.
York: Free Press.
New
Giroux, H. A.
University of
Kramsch, C.
New York
Press.
Pennycook, A.
(1991).
(1989).
politics of
language teaching.
TESOL
Editorial
Pennycook, A. (1990). Towards a critical applied linguistics for the 1990s. Issues
in Applied Linguistics, 1, 8-28.
Phillipson, R. & Skutnabb-Kangas, T. (1986). Applied linguists as agents of wider
colonization--The gospel of international English.
Skutnabb-Kangas
In R. Phillipson
&
T.
103-123).
Tollefson,
UCLA.
Editor of IAL,
is
M.A.
in
Arabization in Tunisia:
The Tug
of
War
Mohamed Daoud
University of California, Los Angeles
who
authorities,
elites,
INTRODUCTION
Arabization
Arabic
(MSA)
is
Modern Standard
language in
ISSN 1050-4273
Vol. 2 No.
1991 7-29
8 Daoud
Thus, Arabization
linguists
is
and educationalists;
power,
What
authorities
in
implementing Arabization,
Arabization in Tunisia
BACKGROUND
To
The
Varieties of Arabic
CA
10 Daoud
If language is a potential point of national pride, then it may
be a focus to rally a nation and is an ideal choice for uniting a
people because few other things are so present in their daily
lives and affect them all so equally, unless they are bilingual
and divided over language status. (Murphy, 1977, p. 8)
CA
CA
CA
its
written form,
p. 57).
Garmadi (1968)
MSA
MSA
MSA
Arabization:
A Complex
Issue
is
group competition;
it
is at
and
power
Arabization in Tunisia
at its different levels,
from the
maintain power,
(p. 35;
job one
of regenerating
ability to find a
to the strategies
11
author's translation
12
Daoud
developing their
own
1984).
Arabization in Tunisia
13
The System
of Values in Education
birthdays.
14 Daoud
in
Education
schools.
While
it
is
was
a consistent effort to
to
1982,
Arabization in Tunisia
15
the effort
teaching of
all
subjects in Arabic.
who
(J' Action,
in
Government Administration
16
Daoud
The
official
assessment of the
and
is
bureaucracy.
Indeed, I would argue that the following observation
by R. Hamzaoui (1970) is still valid today:
Although the constitution stipulates
[of Tunisia]
is
Arabic, there
is
language
it
original French)
made
Arabization in Tunisia
Language
in the
Appendix
shows
that the
number of French-medium
18 Daoud
light
we
will focus
on
its
on the ruling
and goals
attitudes
elite in
in
Tunisia
view of the
contradictory positions it has taken in the last ten years with respect
to Arabization and Francophonie (see discussion below).
Arabization in Tunisia
19
20 Daoud
and psychoanalysis,
while Arab-Islamic thought, together with topics such as
epistemology, the philosophy of language, and morality, received
more attention. The shift in focus was, of course, enhanced by the
scarcity of Arabic- language sources for the former set of topics and
the relative abundance of such sources for the latter set.
But the Arabization of the teaching of philosophy is just one
attention, as did topics such as work, society,
Arabization in Tunisia
21
Commenting on
22 Daoud
WAR
full-scale Arabization
Arabization in Tunisia
23
"modernist model."
Tunisia
is
elite.
Acknowledgements
I would like
comments on
NOTES
*
This paper evolved out of a term project at UCLA in Spring 1987. It was
then revised on the basis of supplementary data I gathered in Tunisia during the
broaden the student's horizon, as it is the case with English language teaching, for
example. While cultural enrichment is of course part of official policy, I will argue
that there is a desire and a deliberate effort on the part of the ruling elite to exercise
political control through language planning, and that this desire is combined with a
24 Daoud
lack of confidence in Arabic as a language capable of fulfilling the communicative
Section
(A
for Arabic)
Mahmoud
Salem Ghazali,
communication.
* Tunisification,
Institut
Bechir Ben Slama, a close colleague of Mzali, who directed the Ministry of
"It has never been possible to separate the issue of
Tunisification from the issue of Arabization or vice versa, on condition that the term
54-55).
Arabization does not carry any connotations of specific political tendencies contrary
to the will of the
their destiny
in
Salem, 1984,
p.
188).
in
REFERENCES
Al-B accouche, T. (1990). Hal al-fusha wa al-daarija lughataani? [Are classical and
spoken Arabic two languages?]. Revue Tunisienne des Sciences Sociales,
100, 80-95.
Al-Shalabi, S.A.R. (1984). Modern Arabic terminology and bilingual lexicography:
Activities and problems.
In J. Swales & H. Mustafa (Eds.), English for
specific purposes in the Arab world (pp. 280-291). Birmingham, UK: The
Language Studies Unit, University of Aston in Birmingham.
Bachouch, M. (1987). Mawaqif al-jami'yyin izaa qaDiyyat al-ta'rib [The positions of
university professors regarding the issue of Arabization], Al-Wahda [The
Union], 33-34, 131-147.
Bchir, B. (1980a). Arabisation et dependance culturelle: Analyse des manuels de
lecture de l'enseignement primaire en langue arabe [Arabization and cultural
dependence:
An analysis of Arabic readers in elementary instruction].
Analyse des
Contribution a l'etude des groupes sociaux:
representations des manuels de lecture en langue arabe de l'enseignement
primaire [Contribution to the study of social groups:
An analysis of
Revue
representations in Arabic readers in elementary instruction].
Tunisienne des Sciences Sociales, 63, 11-31.
Benikhalef, M. (1987). Al-ta'rib wa '1-mu'aasara [Arabization and modernism]. AlWahda [The Union], 33-34, 68-73.
Bchir,
B.
(1980b).
Arabization in Tunisia
25
Cooper, R. (1990). Language planning and social change. New York: Cambridge
University Press.
Garmadi, S. (1968). La situation linguistique actuelle en Tunisie: problemes et
perspectives [The present language situation in Tunisia:
Problems and
perspectives]. Revue Tunisienne des Sciences Sociales, 13, 13-24.
Grandguillaume, G. (1983). Arabisation et linguistique politique au Maghreb
[Arabization and language policy in North Africa]. Paris: Maisonneuve &
Larose.
Hamzaoui, R. (1970). L'arabisation au Ministere de l'lnteneur: La brigade de la
circulation de la Garde Nationale [Arabization at the Ministry of the
Interior: The traffic brigade of the National Guard]. Cahiers du CERES, 3,
11-73.
Hamzaoui,
S.
(1976).
L'arabisation,
ideological problem].
1) [Arabization:
An
219.
(1988).
Edification etatique et environnement culturel:
Le
personnel politico-administratif dans la Tunisie contemporaine [State
building and cultural environment: The political-administrative personnel
in contemporary Tunisia]. Paris: Editions Publisud.
Leveau, R. (1986). Apercu sur la politique culturelle francaise dans le Monde Arabe
[A look at the French cultural policy in the Arab World]. The Maghreb
Review, 11 (5-6), 115-123.
Maamouri, M. (1973). The linguistic situation in independent Tunisia. American
Journal of Arabic Studies, 1, 50-56.
Murphy, D. (1977). Colonial and post-colonial language policy in the Maghreb.
Larif-Beatrix, A.
Paris: Editions
Mohamed Daoud
University and
He
has taught
is
CNRS.
and
ESL
UCLA.
and Modern
in
EFL/ESP,
26 Daoud
APPENDIX A
Chronology of Decisions Concerning Arabization
in Tunisian Schools
(Updated from Grandguillaume, 1983)
all
subjects
in 1st
and 2nd
March
21, 1970
-
is
October 1,1971
- French dropped
October 1, 1976
- French dropped
October
in 1st
in
1977
1,
-
Mzali declares he
is in
September
-
16,
1979
elementary school
September
-
16,
1980
September
-
1981
Arabization of 6th (final) year, elementary school; French maintained
as in 4th and 5th years
Arabization of 1st year, secondary school; French maintained as a
subject taught 5 hours/week as the medium of instruction for
mathematics
1982
Arabization of 2nd and 3rd years, secondary school; French maintained
September
-
16,
16,
Arabization in Tunisia
September
16,
27
1986
Sfax,
1
is
the
1
,
Ariana 2 ,
medium of
28 Daoud
APPENDIX B
Arabization in Tunisian Administration
Arabic
Ministry'
1.
3. Justice
4.
Education
5.
6.
Defense
Foreign Affairs
+
+
+
7.
Information
8.
Culture
9. Social Affairs
&
Youth
12.
Sports
Health
11. Public
Housing
&
Infrastructure
13. Transportation
14.
15.
16. Agriculture
17.
Planning &Finance
&
18.
Energy
19.
Commerce
Key:
French
++
++
++
Prime
2. Interior
10.
Mining
&
(++...-)
(-...++)
(+...+)
(+...?)
(?...+)
Industry
=
=
=
=
=
?
?
+
+
+
+
+
++
++
++
++
++
++
++
++
++
monolingual (Arabic)
monolingual (French)
bilingual
Arabic.
2
&
Arabization in Tunisia
APPENDIX C
Newspapers and Magazines 1,2
in
Arabic
Tunisian newspapers
Tunisia
Bilingual
French
29
on
State
Manoa
INTRODUCTION
The effects of language and culture on standardized test
scores has been a controversial issue in the educational testing
literature for years (e.g., Kennedy, 1972), and it remains an
important concern as large numbers of immigrant children in the
United States are coming up against various types of standardized
tests (e.g., NCTPP, 1990; Schmidt, 1990). This is especially true
in the State of Hawaii, where the mixing of many different cultures
has been a sociopolitical trend for over a century.
The Hawaii State Test of Essential Competencies (HSTEC)
is a minimal competency test that has been administered in the State
of Hawaii since 1983. The HSTEC is a requirement for graduation
in Hawaii in that it allows students to demonstrate satisfactory
Issues in Applied Linguistics
Regents
ISSN 1050-4273
Vol. 2 No.
199131-47
32
Brown
if
the project
1)
What
HSTEC
and each of
ninth grade
SLEP
Do SLEP
different
3)
from
NORM
SLEP
sample?
Test
33
METHOD
Subjects
May
archipelago.
The analyses
in this study
was the only group taking the HSTEC for the first time. If
differences in performance existed between SLEP students and the
norm, it was expected to be clearest at the ninth grade level because
those students who passed the HSTEC in the ninth grade would not
be taking
it
Brown
34
Materials
2)
3)
4)
5)
6)
7)
8)
common
Reach reasoned
visual symbols
solutions
14)
Knowledge of citizen
9)
10)
11)
12)
13)
5)
The
was found
rights
have an internal consistency reliability (KR20) of .96 for the total scores and subtest estimates ranging from
.49 to .84 when administered to the ninth graders (Alter, Deck,
Nickel, 1987). The validity of the test was supported by clear-cut
item specifications and content analysis of the test forms.
test
to
&
Procedures
All of the students included in this study took the HSTEC
under similar large-scale testing conditions. In other words, test
booklets, number two pencils and machine- scorable answer sheets
were used everywhere. Though Form G of the HSTEC was
Test
35
administered at various times and at diverse sites across the state, all
students involved in this study took it as part of the Hawaii State
Department of Education's testing program. Thus the testing
conditions for the
group and SLEP students can be assumed
to have been about the same across the state.
NORM
Analyses
The demographic
student on an
NORM
<
The alpha
SLEP
group
.01.
RESULTS
This section will provide a straightforward technical report
of the results of this study, while the Discussion section that follows
will provide less technical explanations framed as direct answers to
the original research questions posed at the outset of this paper.
Descriptive Statistics
The
overall results
HSTEC
Form
are
36
Brown
TABLE
Summary
Statistic
Grade Only
Norm Sample
SLEP
Students
Test
37
and
&
common
scale
At
students
(DOE,
1982).
it
also
seemed apparent
that those
The remaining SLEP students were divided into groups based on the
number of ECs that they passed as follows: the HIGH group (those
who passed 10 or more of the 14 EC subtests, the MIDDLE group
who passed between five and nine ECs, and the LOW group
(students who passed between zero and four ECs). To pass any
(those
given EC, a 70% score was required (or seven correct answers out
of the ten questions) on that subtest. The performances of the
HIGH, MIDDLE, and
groups as well as the NEP students are
reported for each EC in Table 2. The mean, standard deviation, and
number of students are reported in each case.
Table 2 shows how consistently the NEP student
performance resembles that of the
group more than it does that
of the HIGH and MIDDLE groups. This similarity in performance
may indicate that the
and NEP students form a single, more
homogeneous group that is having considerable difficulty with the
HSTEC. Table 2 also reveals how the MIDDLE and HIGH groups
perform incrementally better than the lowest two groups on every
subtest, and that the HIGH group performs better than the
group on all but two of the subtests. These results indicate that not
all of the SLEP students are at risk of failing the HSTEC.
The
identification of those students who are likely to fail and prediction
of their HSTEC performances are discussed elsewhere (J.D.
LOW
LOW
LOW
NORM
Brown, 1990).
38 Brown
u
u
u
8.
E
o
U
U
ON
3
oo
CN
U
W
"3
t*-
CJ
C/3
O.
3
O
u.
nO
00
X)
in
U
w
(X
W
OO
m
U
UJ
CN
O
as
O
OO OO
The
Effects of Ethnicity on
HSTEC
Test
39
Performance
home:
TABLE 3
40
Brown
TABLE
Two- Way Repeated-Measures
SOURCE
BETWEEN GROUPS
df
SS
MS
Test
TABLE 5
Descriptive Statistics for Essential Competencies and Ethnicity Groupings*
FACTOR
LEVEL
41
42
Brown
Koreans on EC5, for the Filipinos on EC1 1, etc. The point is that
such relative differences in performance among the ethnic groups
throughout the data are the cause of the significant interaction effects
reported in Table 4. Thus the significant interaction effects found in
Table 4 are an indication that different groups perform better or
worse on different ECs. However, when the effect is averaged out
across ECs, the overall mean performances were not found to be
significantly different for
Mean
Scores on
GROUP
NORM Group
ETHNICITY.
TABLE 6
EC Subtests for NORM Group and Predominant Ethnicities
EC1
EC2
EC3
EC5
EC6
EC7
EC8
Test
43
NORM
NORM
NORM
the
students scored 41% higher than the SLEP students.
Clearly, the overall difference in performance between SLEP and
students is also reflected in each of the individual EC results
as shown in Table 6. While the sources of systematic difference
which are of most interest in this study are the variations in ethnic
background, there may be many other underlying causes.
NORM
DISCUSSION
Research Question
What are the descriptive statistics for the HSTEC and each of its
Essential Competency subtests for the ninth grade SLEP students
and for a ninth grade norm group sampled from the entire
population?
shown in Table 1 indicate that the
scores are reasonably well centered and dispersed
for both the
and SLEP groups. However, more detailed
analysis of the descriptive statistics for groups within the SLEP
sample, whether based on the HIGH, MIDDLE, LOW, and NEP
categories, or ethnicity (see Tables 2 and 3), indicate that such
overall statistics miss important aspects of what is going on in these
data. For instance, some SLEP students perform above the mean of
the
group and some ethnic groups appear to outperform
The
overall
descriptive statistics
HSTEC
NORM
NORM
others.
44
Brown
Research Question 2
the
Tables
took the
test.
LOW
NORM
LOW
failing the
students).
Research Question 3
Are there any
significant
mean
NORM
NORM
Test
45
classified in the
NORM
NORM
there
CONCLUSIONS
This study has discovered a number of apparent patterns in
which can and should be used to help those SLEP students
are most at risk of failing the minimal competency test:
the data
who
1)
NORM
2)
3)
LOW
No
ethnicity, though
between the ECs,
as well as interactions between ethnicity and ECs. It was
also noted that those subtests which the NORM group
found to be more difficult were also correspondingly more
significant differences
there
were
As hypothesized
SLEP groups.
at the outset
46
Brown
tests.
As with most
research,
in
the process of doing this study than have been answered directly.
These include:
1)
2)
Are there
between
3)
4)
hoped
It is
SLEP and
lines.
NOTES
like to
Hawaii State Department of Education and Dr. Thom Hudson of the Department of ESL
at the University of Hawaii at Manoa for their careful readings of earlier versions of
this paper.
Test
47
REFERENCES
Anderson-Bell.
(1989).
ABSTAT.
&
Parker,
Nickel, P.
Herbert, C.H.
College.
& Brown, J.D. (1989). English for Hawaii slate essential competencies.
Honolulu: Hawaii State Department of Education.
Schmidt, P.
Schools report progress in assessing limited English(1990).
proficiency students. Education Week, 9 (30), 1, 19.
Sajna, C.
TESOL.
(no date).
A memo:
Washington,
DC: TESOL.
Wilkinson, L.
(1988).
statistics.
Evanston, IL:
SYSTAT,
Inc.
J.D.
Brown
is
ESL at the
member
University of Hawaii at
of the
Manoa.
in
Sam
Shepard's
Vaidehi Ramanathan
University of Southern California
a pattern which the reader can perceive as a unified whole. On a larger scale, it is
shown that discontinous frames can themselves be arranged into a pattern which
can be perceived as coherent by the reader, and that overall coherence depends not
upon continuity between frames, but rather on the arrangement of discontinous
or continuous frames into a coherent whole.
INTRODUCTION
Early studies in linguistic stylistics focused on minute
elements such as cohesive devices as the primary units of analysis
Hasan, 1976). The
(Thome, 1965; Halliday, 1970; Halliday
chief drawback with such an approach is that a distanced, holistic
&
view of the
ISSN 1050-4273
Vol. 2 No.
1991 49-76
50 Ramanathan
was
still
quite elusive.
exchanges are incorporated into larger units (frames); and (3) how
frames themselves and the relationship between frames result in
coherence.
Such attention will be achieved by linguistically
analyzing the principles governing coherence in Sam Shepard's
(1984) play, Fool for Love.
Given the aims of the present study, Shepard's play
(hereafter, FFL), can provide valuable data. The primary reason it
was chosen for the examination of the principles of coherence in
drama is that, as with many contemporary dramatists (e.g., Beckett,
Ionesco, and Pinter), Shepard essentially depicts talk or
conversation as ends in themselves. Shepard's dialogues, therefore,
lend themselves conveniently to an analysis which focuses mainly
on language.
as
'
346)
between utterances.
Linde (1987) develops and illustrates her approach to
coherence specifically in relation to the narration of life stories. She
states that a life story, both linguistically and psychologically, must
have the property of coherence, but this coherence is "not a property
52 Ramanathan
of the
life,
way of making
sense of that story. The analyst, like the dramatist, looks for
causality and not connexity, for causality results from the
organization and not the mere relatedness of details. This study will
restrict itself to understanding coherence from the point of view of
the reader being able to perceive and use frames as a
the reader.
One
coherence
in
Defining Frames
Linde's work on causality, continuity, and discontinuity
provides this study with adequate terms and definitions which may
be applied to an analysis of spoken discourse in drama. The
definition of frame, developed in and adopted for this study,
however, is a synthesis of the work of several theorists in various
related fields. The concept of frame has its roots in cognitive
science (Minsky, 1980; Agar
Hobbs, 1985), and it has been
adopted by many associated fields. For the purposes of this study, I
will define a frame as the activity the speakers are engaged in.
Defined in this way a frame can be seen as a unit of discourse larger
than the units previously described by discourse analysts.
Secondly, partly for the sake of convenience and partly because this
study is an examination of discourse in drama, frame is deliberately
limited to an activity involving speakers, rather than speakers and
&
1:
1:
Types of Frames
FRAME
1
Multi-Speaker
ipe
Structured
As can be
Single-Speaker
Unstructured
Activity
Activity
Topic
Topic
seen in Figure
1,
one
built
54 Ramanathan
that the listener in these cases is often or largely passive,
contributing little or nothing to the interaction. Thus, such activities
can be seen as centering around just one speaker.
Not only does the activity the speakers engage in determine
the nature of the topics they will talk about, topics, to some extent,
also govern what speakers will say to each other. Continuity or
discontinuity in a sequence of utterances can thus largely be
Western
societies, or at least in
contemporary
bound by certain
conventions and restrictions. Any utterance in which a student
overstepped one of these restrictions would be recognized by the
teacher as unexpected or discontinuous. Moreover, this
discontinuity would be recognized by observers familiar with the
American
is
somewhat
easier than a
well.
it is harder
because only
and because
In contrast,
is
largely determined
Thus far, this study has discussed the theory and definition
of frames and suggested an analysis of principles governing
structural unity and coherence of literary texts. The present section
will analyze Shepard's Fool for Love in terms of frames in an effort
and unstructured relationships in multispeaker frames. By exemplifying the main activities of the speakers
and the central themes of the play, the passages chosen for analysis
will provide key data in establishing the principles and patterns of
continuity, discontinuity, and coherence within and between multi-
to illustrate structured
speaker frames.
56 Ramanathan
1:
VACILLATING
Eddie:
on the
Al
table.
May?
still)
May? Come
around here
sittin'
here
like this.
on.
You
How
anyway? You
10
that,
(she squeezes
Honey?
May?
I'll
20
Come
some hot
on.
I'll
make you
You want some tea?
tea or somethin'.
(he starts
Bl
to try to
30
squarely)
Eddie:
pause)
(after
You want me
to
go?
May:
No!
Eddie:
May:
You
Eddie:
May:
You
Eddie:
May:
Your
smell.
smell.
40
do.
been
fingers smell.
Eddie:
Horses.
May:
Pussy.
Eddie:
Come
May:
on, May.
They smell like
Eddie:
May:
Eddie:
May:
You know
A2
Eddie:
came
B2
May:
Eddie:
May:
Eddie:
May:
it's
metal.
shit.
50
true.
to see if
you were
all right.
I'm goin'.
(He exits stage-left door, slamming
it
behind
60
58 Ramanathan
QUARREL
reflected
in
the
QUARRELING,
came
true").
frame of
VACILLATING.
60 Ramanathan
Figure 2
Example
1:
SUBFRAMES
'
Between Subframes
Within Subframes
Approach
Approach-
-Eddie:
Approach-
(11.
15-16)
[Eddie's] leg).
(11.
Avoidance
B1=QUARRELING -Eddie's
I
17-18)
infidelity
Approach
Eddie:
Rejection
try to relax.
Approach
(11.30-32)
May:
Rejection
A2=PLACATING
You
Eddie:
came
were
B2=QUARRELING
Rejection
May:
Rejection
Eddie:
Approach
to see if
you
52)
May:
activities
to go).
54).
Don't go!
VACILLATING
formed by utterances or by
59)
Okay. (Turns
(1.
39)
(1.
(1.
-Eddie's infidelity
smell.
Approach
Avoidance
28)
(1.
(1.
60)
described in stage
Within subframe Bl
lay back and try
or going.
utterance
("Now just
(QUARRELING), Eddie's
to relax,"
28) may be seen
1.
subframe
is
Eddie's infidelity.
change
to the rapid
the activities
in topics
PLACATING
62 Ramanathan
but soon begin to fight (Bl, B2). In this way, the pattern formed
between utterances and activities given in stage directions within
subframes is duplicated by the pattern formed by the subframes
themselves. That is, the pattern which is characteristic of Eddie and
May's individual utterances is characteristic as well of the larger
activities (frames) which are made up of those utterances. In this
way utterances may be seen as parts of larger units, or frames, and
frames--activities--as units of conversational interaction. Frames
themselves can even be subframes when incorporated into larger
units, the designation frame or subframe indicating merely a
difference in degree, not in kind.
The
activities
QUARRELING may
is
subsumed under
(subframes)
of
PLACATING
and
which
VACILLATING.
vacillate about
make up
and May as one in which both characters hesitate and vacillate about
whether they will stay together or part. The topics of their
conversations are particular to their own lives; their activities are a
result of their life situation. Their inability to decide whether to stay
together or split up in effect defines their relationship.
Example 1, then, illustrates that coherence may be present
despite seeming discontinuity, in accordance with Linde's
fundamental notion of "discontinuity as continuity."
The
conversational interaction in Example 1 shows that, first, utterances
within a subframe, though they form discontinuous sets, achieve
continuity because they are related to specific topics. Second,
topics, although superficially discontinuous, achieve an underlying
continuity because they are related to a specific activity which the
speakers engage in. Third, activities the speakers are engaged in
(frames), although discontinuous, achieve continuity because they
are related to a central activity involving all the characters (here
LOVEMAKING.
Example
2:
VACILLATING
May:
Eddie:
Two thousand,
Eddie:
outa'
May:
Eddie:
Two thousand,
something?
four hundred and eighty
64 Ramanathan
miles.
10
May:
So what!
more than anything I ever missed in my
whole life. I kept thinkin' about you
the whole time I was driving. Kept
seeing you. Sometimes just a part of
you.
Which part?
Your neck.
My neck?
Eddie:
Yeah.
20
May:
Eddie:
May:
May:
Eddie:
missed
all
of
May:
Eddie:
Crying?
[.
.]
little
start
all
stop
it.
road. People
C2
May:
face
was
stop
my
Was this
all
would
me on
stare at
twisted up.
me.
the
30
My
couldn't
face.
little
Eddie:
May:
You're a
fling
.
liar.
return to
reveals that the utterances of Eddie and May are more continuous
subframe (11. 11-33) than those which
within the
occur at the start of subframe C2 (11. 34-35). All the utterances
within subframe Dl (11. 11-33) seem logically relevant to each other
and to the three topics in this subframe: Eddie's missing of
May, May's neck, and Eddie's crying. These topics are
LOVEMAKING
subframe
(11.
25-33).
LOVEMAKING
VACILLATING
Example 1. Here, as
and returns to
QUARRELING leads to
QUARRELING, the
66 Ramanathan
Figure 3
Example
2:
Within Subframes
Between Subframes
C1=QUARRELING--Eddie's
Avoidance
staying or going
Approach-Eddie:
went outa'
my way just to
you?
'
Rejection-May:
Dl=LOVEMAKING
see
1-3)
Approach
(11.
come.
(1.
4)
May,
May's neck, Eddie's
-Eddie's missing of
crying
Approach-May:
Approach-Eddie:
You missed my
neck? (1.21)
I missed all of you
but your neck kept
coming up for
some reason. I
kept crying about
Approach-May:
C2=QUARRELING
Avoidance
your neck.
(11. 22-24)
Crying? (1. 25)
-Eddie's infidelity
Approach-Eddie:
couldn't stop
[crying].
(11.
Rejection-May:
32-33)
Was
this
before
or after your
flint
little
with the
countess?
(11.
Figure
shows the
3, a
pattern
34-35)
VACILLATING
Eddie's infidelity.
should be noted that in Example 2, while the utterances
within subframe Dl (LOVEMAKING) are continuous with each
other, the utterances within subframes CI and C2 (QUARRELING)
form discontinuous sets. One might conclude that the reason for the
topic
is
It
68 Ramanathan
continuity.
(LOVEMAKING) is
(QUARRELING) an
engaged
in.
this
it
QUARRELING
vacillate about
always exhibit
which compose
itself as
that indecision
it is
vacillation
which seems
to
The
and subframes
built
lover.
Example
3:
QUARRELING
Eddie:
{standing slowly)
May:
May:
You better.
Why?
You just better.
Eddie:
I'll
go.
me
Eddie:
May:
got
Eddie:
(short pause,
May:
Eddie:
May:
somebody coming
on
his feet)
to stay.
to get
me.
Here?
You
Eddie:
May:
think about
it.
Eddie:
How
May:
What
difference does
(Short pause.
May:
10
it
20
make!
He stares at her,
then turns
The
activity of the
whole passage
is
QUARRELING. From
70 Ramanathan
it.
Yet, of
frame
built
le4:
INFORMING
Martin:
Eddie:
it
was too
20
late.
Martin:
Eddie:
Martin:
You
Eddie:
Martin:
Yeah.
Well-um-that's
Eddie:
30
fooled around?
suppose
so.
Eddie:
your
sister?
Half.
Only
37
half.
repetition of
72 Ramanathan
override antagonism.
name from
its
characteristic activity,
Figure 4
Explanation for
Example
4:
VACILLATING
Martin:
You're--her husband?
(1.
'-Eddie:
13)
No. She's
my
half sister.
(11.
Martin:
Your
Eddie:
Yeah.
r- Martin:
sister?
(1.
(1.
sister...
My
14-16)
18)
19)
-Eddie:
No,
it
I never even
had a sister until
see,
knew
was too
later
(11.
22-23)
The relationship
between Eddie and
May
Martin:
You
(1.
L-Eddie:
r-
Martin:
fooled around?
30)
Yeah. (1.31)
I
mean-is
that true?
L Eddie:
Half.
Only
half.
(1.
37)
74 Ramanathan
subframes represented
in
Examples
1-3.
By way
CONCLUSION
One of the main goals of this study was to determine
whether continuity within a speech exchange or between speech
exchanges ensured coherence within a frame, and whether
continuity between frames ensured overall text coherence. It was
shown that coherence in speech exchanges, as they occur in Sam
Shepard's Fool for Love, does not depend on the continuity of
utterances but rather on the arrangement of utterances; it was shown
that coherence may result when even discontinuous utterances are
organized into a pattern which the reader can perceive as a unified
whole. On a larger scale, it was argued that discontinuous frames
could be arranged into a pattern which could be perceived as
coherent by a reader; it was also argued that overall text coherence
depends not upon continuity between frames but rather on the
arrangement of discontinuous or continuous frames into a coherent
whole.
The approach adopted in this study was felt to be necessary
because it deals with issues usually ignored in more traditional types
of literary criticism, which often overlooks the sociological aspects
of a text by limiting the study of unity and coherence in language to
an analysis of unifying themes or images. The present study differs
since it attempts to show how speakers' utterances are governed and
shaped by their relationships and the activities in which they are
engaged. This study can also be seen to contribute to text analysis
NOTES
1
Lundquist (1985), for instance, seeks to establish coherence by closely
examining semantic roles within a sentence, in terms of agent, time, and location.
While such an approach focusing on subsentential elements may be sufficient to
establish "connexity" within a sentence, the drawback is that a holistic view of the
Giora (1985) proposes a model of coherence based on linear
text is ignored.
She argues that coherence between sentences depends on "discourse
cohesion.
She does not, however, specify what exactly constitutes or
Topics" (DTs).
determines a DT. This same criticism can be applied to Tannen (1984) as well who
defines coherence as the "underlying organizing structure making the words and
sentences into a unified discourse" (p. xiv) but does not specify how one organizes
words and sentences to form a "unified discourse." Linde's definition (1987), in
contrast, is more explicit and comprehensive.
2
In this and all other passages quoted for analysis, topics will be identified
boldface
type, stage directions will be indicated by italics, and frames and
by
subframes will be identified by CAPITAL LETTERS. Stage directions not crucial to the
analysis are omitted and indicated by [.
.].
.
REFERENCES
Agar, M.
& Hobbs,
Dougherty
J.
(1985).
How
(Ed.), Directions
to
M.A.K.
Halliday,
(Ed.),
Halliday,
(1970).
New
Language
structure
horizons in linguistics.
In
J.
Lyons
&
Linde, C.
M.A.K.
(1987).
Noguchi, R.
(1984).
in dialogue.
Journal of Literary
76 Ramanathan
New
MA
MA
University, Northridge.
interest is in
how
elderly people
INTRODUCTION
Language education and language acquisition have been
among
&
&
interview format.
The
first
from applied
linguists in
ISSN 1050-4273
Vol.2 No.
1991 77-94
Lier,
A central
dominant-view of
is
to articulate
a principled stance
A prominent~if not
The
is
exists;
think there
is fairly
we
all
assumes
that there
which addresses
for one,
I,
in the service
am
practical concerns
inclined to disagree.
is at
this point.
But do
SLA
those
who
who
label to the
AL
label?
Is that
would be
why some
AL
researchers
SLA
on these
matters, so
79
stomach ulcers or developing useful drugs would then be immature acts of the
researcher.
I
want
to
make
it
clear that
make
own
labels.
On
the other
own
but
&
the testing of
The extended
144).
when
s/he sees
fit
to
do
My
own
is
to
to take
An
a)
down
b) Practice-based research
least to the
interesting,
d)
It is
and
its
feasible
own
their
some
is
same degree
at
theoretically interesting
(i.e.,
valuable) at
c) It is possible, desirable,
to establish
practice, without
own
theory of practice.
and necessary
for
autonomous teachers
to
be researchers of
reality.
work
In
recent
were:
a)
Try
how an
explicit focus
of language learning.
b) Establish an authentic data-base for
more
in
making graduate
linguistics courses
To
this
end I recorded all my ESL lessons and planned to transcribe excerpts for
immediate use in the graduate classes I was simultaneously teaching.
c) Find out if and how action research really works by doing it myself. I
kept a diary, invited others to observe my lessons, transcribed all
lessons (with the help of Eve Connell and Sheila Williams, then
graduate students), and tried to monitor as closely as possible what
happened.
many
from
my
my
work,
my
me
is
my
understanding of
be ignorant
of,
in
UCLA
circumstances.
fields:
One always
own
content becomes
its
own
first
wish to return to the old days of basic teacher training; the how-to-hold-the-chalk
and never-turn-your-back-on-the-class type of instruction. Even those of us most
dedicated to education, after giving a passionate lecture on principles, have
winced at that attacking, unanswerable question, "Yes, that's all very interesting
but what do I do on Monday?" I am not sure that in any immediate way an
'applied linguist' can offer useful answers to such pleas, and there lies the
problem. Our aims are long term. Needs are more immediate. We can only
point out the potential effectiveness of our statistical proofs. It may be that
there is an intermediate stage, that of formal teacher-training programs, through
which research needs to be filtered down. Yet I think at a more fundamental
level we may be forgetting purpose and substituting the more pleasurable
experiences of, as Ratty (from The Wind in the Willows) remarked, "messing
about in boats," or at least with our computers, rather than thinking of those
huge, overfilled classes in the Los Angeles school system.
I remember a plenary speech by the late and lamented Peter Strevens.
He took the acronym "TESOL" as his text but insisted that our concerns were
partial. He reprimanded us that we fussed about 'teaching' provoked by a lot of
'SOLs who besiege us. But what, he so eloquently and rhetorically asked about
the E for English?
With that inquiry he beautifully articulated my own
concerns, and his anxiety would be equally justified if we argue that the
principles of applied linguistics can be spread more widely to serve Russian or
Chinese languages, say. The same addiction to theory and indifference to the
living language would most likely apply.
There are two ways of answering Strevens. Firstly the simple
dismissal. Linguistics, applied or otherwise, is too concerned with vital microfundamentals to consider whether the data with which it works has a living
tradition admired by centuries of creativity. One imagines that bacteriologists
peer through their microscopes without considering the glorious active beast
from which their slide samples are drawn. Secondly and more generously, one
might agree and ask for an emphasis on language as opposed to linguistics as
central to the reception by those 'SOLs.' A different perspective to the emphasis
on 'application.'
This issue is particularly significant when one considers English.
Years of British international education, anticipating an admiration of Jane
Austen as evidence of linguistic success, did require the pendulum to be pushed
back. But there is the old proverb which relates the danger of "throwing the
baby out with the bath water." As English becomes increasingly a global
'
its
skills
am
that skill?
crit.'
can solve
ESL
do believe
that literature
The TESOL Newsletter has recently offered several articles hinting that
classroom stories are useful. Recent ESL publishers' catalogs are sneaking in
reading materials that look suspiciously like literature. Surely the most exciting
breakthrough, though not specifically for ESL students, is the California statewide decision to create a 'literature-centered' English language curriculum at
air.
discussion.'
know
it
is
course,
am
my own
path.
If
had
to
summarize,
would argue
present not sufficiently 'applied' in the sense of having immediate, obvious and
advantageous
'application.'
from
its
exceptionally different.
complaint
its
own
may be
field
is
unjustified, unfair,
of
not so
my
development
of Program Evaluation
Applied Linguistics Research
The Role
in
Brian K. Lynch,
UCLA
see
it,
is
1990, p. 156). This is, admittedly, a very broad definition. It does, however,
establish the direction of application-from disciplines such as linguistics,
sociology, and cognitive science to language-related concerns, rather than from
linguistics to other disciplines.
It
way of approaching
applied linguistics, I
This was not intended as a model in the traditional, positivist sense of the term.
I did not attempt a rigid formulation of a theory to be tested for validity using
experimental research design and appropriate statistical techniques. Rather, as its
name suggests, it is meant to be a flexible, adaptable heuristic, a starting point
for inquiry into language programs, that will constantly reshape and redefine
itself, depending upon the context of the program and the evaluation. It also
provides a framework for discussing the role of program evaluation in applied
linguistics research.
The
first
is
question: reality
Even
if
the quantitative-
Another step
It is
and
political climate
contexts.
The
final steps
a data collection system and the analysis of evaluation data, also lead to the
applied linguistics.
An
UCLA
IAL:
What most
interests
you
in
how
has that
JS:
linguistics.
my own work,
less so with
language use.
I've
It
applied this to the study of second language acquisition. I was also interested
the work of Alexander Guiora on the notion of ego permeability or empathy.
in
I
phenomena such
as language shock
and culture
whose
linguistic
forms had
second language acquisition and in certain fossilized learners. I have also started
studying neurobiology. My hypothesis was that if there was some sort of
it
negative,
it
is
in
memory, and
positively,
it
thus
it
In addition, the
seems plausible
that if
From my
is
IAL: Given
the research stage that you have reached, what relationship does it
your original research question? How much does the stage you have
progressed to match it, and how much does it go beyond it?
have
to
JS: In terms of my own intellectual progression, one could argue that there has
been no progression whatsoever. The interest fossilized, and there has been no
movement
why some
neurochemistry.
Looking at my work, one might say, "Gee, Schumann just jumps from
one thing to the next. One time he's talking about pidgins, then he's talking
about clinical psychology, now he's talking about the brain. The guy is clearly
a Gemini and he's intellectually out of control." But I would argue that this is
not the case; the central concern has not changed one whit. I just explore it from
different perspectives.
now
happen to be generally
match what is going on
in areas that
Does
it
JS:
interaction,
we can
study input,
we can
analyze output as
much
as
we
want, but
box that does the acquisition and use. And the box
isn't even that black anymore. In the last ten years there has been enormous
progress in neuroscience, and I think we can begin now to study the brain and
speculate how it might be controlling the exact questions I'm interested in--the
success versus lack of success in second language learning. For example, there
was a recent article in The New York Times about a neuropeptide called oxytocin
that seems to be operable in affiliative behavior. Acculturation has a lot to do
with affiliative behavior, i.e., how one regards the target language group, and
there may be some role for oxytocin in that.
ultimately
is
it
the black
I'm also interested in the neurochemicals that are involved in the brain's
to be operable when people are exposed to
They may set off attention mechanisms which
input to become intake. All these raise possibilities
may
becoming
may
bilingual.
I think there are a number of interesting ideas about brain function that
could at the very least give us new metaphors for the way we think about the
problems we have in second language acquisition-for all of the problems are
intractable; nobody has solved anything yet. What we need are as many new
conceptualizations as possible.
is a field of inquiry which is perennially at issue: Chomskyan
and other formal schools which study languages as logical rational
systems. How do you see their work fitting into your own view of applied
IAL: There
linguistics
linguistics?
When
JS:
is
first
another question.
But then
concede
IAL:
is
So
going on
a theory in linguistics,
its
value to you
is
it's
if
we
look
at
what
think
many would
how much
linguistics
can
tell
in the brain?
JS: You mean Universal Grammar? Yes, that's its goal, isn't it? It doesn't
have to be psychologically real, but if there are some commonalities among
natural languages, and we can define the constraints on natural language, then we
have, in some indirect way at least, some knowledge about what the brain might
need to be like in order to learn a language.
if it
JS: Well it seems that it is not very informative for the kind of interlanguage
analyses that we do. Rarely is anyone in generative linguistics doing anything
IAL:
Many
teaching as an important
if
JS:
languages, and
IAL: One
last question:
Do you
JS: No words of despair, but I think we have to be sober about it. What we are
constantly talking about at meetings and conferences is how we can influence
linguistic theory.
we
can
Basically
say to linguists?
it's
begging linguists
think the
first
time
they'll
So
don't think
we have
to
it
even
linguists.
CONCLUSION
The views of our four contributors
by
and
one
NOTES
1
As Feyerabend (1987), the philosopher of science, has said: "The
knowledge we need to understand and to advance the sciences does not come from
theories, it comes from participation" (p. 284). The "theory of practice" (Bourdieu,
1990)
am
2
advocating
is
designed
some
time.
92
explanation for
physicist or whatever,
4
190)
(p.
REFERENCES
Bachman, L.F.
(1990).
UK: Oxford
Fundamental considerations
in
language
testing.
Oxford,
University Press.
&
On becoming
Carr,
W.
Kemmis,
S.
(1986).
evaluation?
The Canadian
reality.
TESOL
second
Howe,
language
acquisition (pp.
15-40).
Cambridge:
Cambridge
University Press.
K.R. (1988). Against the quantitative-qualitative incompatibility thesis:
dogmas
Hudson, T.D.
to
&
ESL
Or
Jacobs, B.
93
2, 34-46.
Lorenz, K.
(1971).
In K.
scientist's credo.
Lorenz
(Ed.), Studies in
animal and
human
Angeles, 1987).
Lynch, B.K.
(1990).
TESOL
F.J. & Weinberger, S.H. (1988). The ontogenesis of the field of second
language learning research. In S. Flynn & W.O. O'Neill (Eds.), Linguistic
theory in second language acquisition (pp. 34-45). Dordrecht: Kluwer
Newmeyer,
Academic
Publishers.
(1981).
(Ed.).
J.
Pennycook, A.
language teaching.
(1990).
Towards a
TESOL
Issues in Applied
Linguistics, I, 8-30.
Polio, C.
An
(1988).
California,
The
evaluation of the
Language Center.
English
of Social Sciences
Reichardt, C.S.
&
Cook, T.D.
methods. In T.D.
methods
Stenhouse, L.
Cook
(1979).
&
Beyond
and quantitative
(1975).
An
London: Heinemann.
Stern, P. (1976). C. G. Jung: The haunted prophet. New York: George Braziller.
van Lier, L. (1988). The classroom and the language learner. London: Longman,
van Lier, L. (1991). Inside the classroom: Learning processes and teaching
Whitley, P.
(1987).
descriptive
Contributors
Brian K. Lynch
TESL &
in
UCLA
in
its
relationship to
John Schumann
Applied Linguistics
in
is
TESL &
UCLA.
the Acculturation/Pidginization
Leo van
Model
For IAL
is a PhD student in the Department of TESL & Applied
UCLA. He is currently investigating second language lexical
David Leech
Linguistics at
acquisition and use from the perspectives of cognition, lexical semantics, and
textlinguistics.
Video
Richard Cooper, Mike La very, and Mario Rinvolucri
to reinforce and
enhance the language learning process through a wide range of
communicative activities.
Sinclair
from the
Applied Linguistics
is
Woodlake Square,
TX 77063,
(713) 781-1343
Cambridge
Cambridge
7>ESL
University
Press
*NEW
Barbara Kroll
*NEW
GENRE ANALYSIS
English
in
Settings
John Swales
is the study of how language is used within a particular
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New Zealand Ways
edited by Allan
Multilingual Matters,
of Speaking English
Clevedon,
UK:
Reviewed by
Rachel Locker
University of California, Los Angeles
Coming
with
my
to
linguistic identity,
my New
in
an interesting encounter
at least
I
New
is
ISSN 1050-4273
Vol. 2 No.
1991
97-121
98
Reviews
&
&
New
Huygens
some
However, when
it
comes
to
Gordon
&
New
roots of
While the
editors
comment
New
Vol. 2
No.
1991
99
NZE"
New
volume
Some
broadcasters in
leaves
New
this question.
100
Reviews
available in the
mass media
New Zealand
examined
in
perspectives.
in
NZE. According
to
is
apparently both an
1991
101
and
Dark
&
&
&
&
102
Reviews
makes
its
and
New
&
REFERENCES
Brown,
P.
&
Levinson, S.
Politeness:
(1987).
Some
&
Wilson, D. (1986).
Oxford: Basil Blackwell.
Sperber, D.
New
New
Relevance:
Zealand,
is
UCLA,
Reviewed by
Roger
Griffiths
Nagoya
University of Commerce
1991
103
104
Reviews
from
Vol. 2
No.
1991
105
assumption
is
The
On
the
found a positive
102)
(No
tests,
106
Reviews
1991
107
who
reviewer
and
that
which
it.
None of this
good book. It is
is to
say that
IDSLL
is
not in
many ways
and demonstrates a
considerable depth and breadth of knowledge. It is also, in a
The chapter on
number of areas, extremely impressive.
clear, often incisive,
However,
in attempting too
much, much
is lost.
REFERENCES
Cowles, M.
&
David, C. (1987).
The
Oxford: Oxford
University Press.
108
Reviews
into
Language
Rick Altman in
The Video Connection, are not yet aware of the resources and
exciting advantages of videotaped teaching materials. Currently,
although interest is growing, curriculum developers, materials
developers, and teachers have been slow to supplement other
materials with video. There is a need for more information about
teachers, according to
1991
109
110
Reviews
Vol.2 No.
1991
111
REFERENCES
Asher,
J.
79-100.
Krashen, S. (1985). The input hypothesis: Issues and implications.
New
York:
Longman.
Krashen, S. & Terrell, T.D. (1983). The natural approach. Oxford: Pergamon.
Larsen-Freeman, D. (1986). Techniques and principles in language teaching.
York: Oxford University Press.
Takala, S. (1982). Review essay. Language Learning, 34 (3), 157-174.
New
112
Reviews
is
conversation analysis.
I.S.P. Nation.
New
Reviewed by
David H. Leech
University of California, Los Angeles
Vocabulary
is
primarily
composed of
Vol.2 No.
1991
113
four sentences for each pair" (p. 101). Perhaps these exercises
simply need to be extended so that a bridge from active reception to
active production is clearly provided. Finally, the chapter on
"Vocabulary and Writing" is too short and undeveloped to appeal to
a composition teacher, but given the lack of research on acquisition
and use of vocabulary knowledge in writing, this is understandable.
To be
methods of
text simplification.
memorization of vocabulary
lists
as
114
Reviews
&
&
&
COBUILD
1991
115
REFERENCES
Channell,
J.
L2 vocabulary
M. McCarthy (Eds.), Vocabulary and language
London: Longman.
(1988).
acquisition.
In R. Carter
teaching (pp.
83-96).
&
Haastrup, K.
(1987).
Multilingual Matters.
Laufer, B.
(1986).
research.
Laufer, B.
(forthcoming).
advanced
Li,
X.
IRAL, 24
(1988).
learner.
The development of L2
Modern Language Journal.
Applied Linguistics, 9
(4),
402-413.
University of
Long, M.H. (1989). Task, group, and task-group interactions.
Hawai'i Working Papers in ESL, 8 (2), 1-26.
Meara, P. (1984). The study of lexis in interlanguage. In A. Davies.C. Criper, &
A.P.R. Howatt (Eds.), Interlanguage (pp. 225-235). Edinburgh, UK:
Edinburgh University Press.
Palmberg, R. (1987). Patterns of vocabulary development in foreign language
learners. Studies in Second Language Acquisition, 9, 201-219.
116
Reviews
M.
David Leech
Linguistics at
acquisition and use from the perspectives of cognition, lexical semantics, and
textlinguistics.
Reviewed by
Charlene Polio
University of California, Los Angeles
1991
117
does not rate high with regard to these criteria, it nevertheless does
have some value, though, unfortunately, for only a very limited
range of students.
at the start
schema
theory,
&
&
775
Reviews
and technology.
themselves, because they are not
acknowledged, appear to have been written specifically for this
textbook. They resemble excerpts from technical textbooks as
opposed to academic journal articles, which further suggests hat the
supposed audience for this book is a student at the early stages of a
starting out in science
The passages
all
words
(e.g.,
Vol.2 No.
1991
119
worthy of discussion. Clearly, the passages are nonauthentic in that they are not taken from any source nor do they
appear to have been adapted. Powell must believe that some aspects
of authenticity are important, however, for he states that he has tried
to use grammatical structures and the lexicon of science in the
passages. Why then did he not choose passages from actual
scientific texts? While he does not say, it might be that having
decided on a length limit for the passages (for reasons also not
explained), Powell found that collecting a set of self-contained
passages of this length was too difficult.
But despite Powell's orientation to the authenticity of
grammar and lexicon, Phillips
Shettlesworth (1987) have claimed
that syntax and lexis are not necessarily the most important elements
in controlling written discourse. They stress that what the text is
used for as an activity is more important for fostering authenticity.
is
&
And
fluency.
With
course can
this caution in
this
720
Reviews
In sum, Interaction:
organized, clear, and contains
is
well
at a technical or engineering
school. Given the right population of learners, then, the book is
appropriate for either self-study or as supplemental material in a
reading class, but not as the principal text in an EST class.
REFERENCES
Brinton, D., Snow, M.,
Carrell, P. (1987).
&
Wesche, M. (1989).
New
instruction.
21, 461-482.
ESL
reading.
TESOL
Quarterly,
Carrell, P.
&
Vol.2 No.
1.
1991
121
ESL
reading pedagogy.
Englewood
J. (1983).
Schema theory and
Quarterly, 17, 553-573.
Eisterhold,
TESOL
Hall.
Latulippe, L.
(1987).
skills.
Englewood
Cliffs, NJ:
Prentice-Hall.
Phillips,
M.
Newbury House.
English for science and technology.
Trimble, L. (1985).
Cambridge University
Cambridge, UK:
Press.
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articles
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It
it
in
published.
its
It
range by
on
all
multilingualism, on minority languages and on the rights and obligations of minorities from
many
points of view.
Exposure
to
Two
Towards
in the Effective
The Case of
Languages
in the
Nigeria;
JA.
Owen G. Mo/daunt.
ESL in Developing
Oiadejo..
&
A lasdair Roberts.
Parental Attitudes
Is
Towards
the
Youth
in
An Example
of Italian
in
in
Urban
Bilingual Communities;
Settings:
Some
Methodological
S.
Moffatt.
Work
in
Progress
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Books
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acquisition.
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Hyltenstam, K. & Obler, L.K. (Eds.). (1989). Bilingualism across the lifespan:
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University Press.
Johnson, D.M. & Roen, D.H. (Eds.). (1989). Richness in writing. New York:
Longman.
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classroom.
Lessow-Hurley,
J.
Longman.
Language transfer. Cambridge, UK: Cambridge University Press.
Chamot, A. U. (1990). Learning strategies in second language
acquisition. Cambridge, UK: Cambridge University Press.
Odlin, T. (1989).
O'Malley, J.M.
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-On page 145, in the second paragraph, the second sentence should read:
"Fourteen responses to our call for contributions were received from Europe, the
Middle East, and North and South America, from students and faculty, men and
women,
(line 8)
been deleted.
Prof.
Laboratory of Psycholinguistics
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-The table titled "Speaking Performance Scale for UCLA Oral Proficiency
Test for Nonnative TAs," which begins on page 236, should have appeared under the
heading "Appendix A."
-The Note at the bottom (page 237) of this Appendix should have read:
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